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Gamification has been extensively used in educational environments and instructional practices to enhance students’ engagement and motivation through the employment of game elements. However, delivering CT to students through Gamification is a challenge. There is a lack of studies on integrating Gamification into CT especially when it comes to considering student preferences such as learning styles. Besides, according to the review, the existing adaptive framework work does not directly incorporate Gamification and CT into education. Therefore, this study proposes an adaptive gamified framework that supports adaptive features based on students dimensions (verbal, visual) using the Felder-Silverman Learning Style Model (FSLSM) to foster CT skills and enhance students’ motivation and performance through the use of a modified version of the Moodle platform that supports adaptive learning features. The proposed framework integrates an "adaptive gamification framework" with the "student-centered framework" by adopting the available gamification elements in the "student-centered framework". Additionally, it matches the results with the proposed conceptual model that investigates the relationship between gamification and CT in the field of education to provide adaptive gamification and adaptive learning features. Furthermore, the results of the work indicated that students had a positive impact on the use of gamification in learning in terms of motivation and performance, as the game elements contributed to an increase in the desire of children to retake the tests and thus improved the performance of students.


Adaptive Computational Thinking e-Learning Gamification Game Elements Learning Styles Motivation Moodle

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How to Cite
Altaie, M. A., & Norhayati. Abang Jawawi , D. (2021). Adaptive gamification framework to promote computational thinking in 8-13 year olds. Journal of E-Learning and Knowledge Society, 17(3), 89-100.


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